A framework for identifying and promoting metacognitive knowledge and control in online discussants

Murphy, Elizabeth (2008) A framework for identifying and promoting metacognitive knowledge and control in online discussants. Canadian Journal of Learning and Technology , 34 (2). ISSN 1499-6677

	[English] PDF (Migrated (PDF/A Conversion) from original format: (application/pdf)) - Published Version Available under License Creative Commons Attribution Non-commercial. Download (1MB) [English] PDF - Published Version Available under License Creative Commons Attribution Non-commercial. (Original Version)

Abstract

The effectiveness of computer-based learning environments depends on learners’ deployment of metacognitive and self-regulatory processes. Analysis of transmitted messages in a context of Computer Mediated Communication can provide a source of information on metacognitive activity. However, existing models or frameworks (e.g., Henri, 1992) that support the identification and assessment of metacognition have been described as subjective, lacking in clear criteria, and unreliable in contexts of scoring. This paper develops a framework that might be used by researchers analysing transcripts of discussions for evidence of engagement in metacognition, by instructors assessing learners’ participation in online discussions or by designers setting up metacognitive experiences for learners.

Actions (login required)

View Item